JD Anderson & Associates, LLC. is a 100% Owned Service-Disabled Veteran-Owned Small Business (SDVOSB) specializing in US & International IT, Engineering & Construction Management Services, Contract Staffing & Permanent Placement solutions.

We are currently seeking US & International Commission-based IT, Engineering & Construction Business Managers for our Staffing & Recruiting Division. Excellent income potential.

Regional Business Manager Job Responsibilities:

Achieves staffing objectives by recruiting and evaluating job candidates; advising the JDA COO & Operations Support Manager; managing relocations and intern programs.

Recruiting Job Duties:

• Establishes recruiting requirements by studying client organizational plans and objectives; meeting with client & JDA managers to discuss hiring needs.


• Builds applicant sources by researching and contacting community services, colleges, employment agencies, other recruiters, media, and internet sites; providing organization information, opportunities, and benefits; making presentations; maintaining rapport.


• Determines applicant requirements by studying job description and job qualifications.


• Attracts applicants by placing job advertisements; contacting recruiters, using newsgroups and job sites.


• Determines applicant qualifications by interviewing applicants; analyzing responses; verifying references; comparing qualifications to job requirements.


• Arranges client interviews by coordinating schedules; arranges travel, lodging, and meals; escorting applicant to interviews; arranging community tours.


• Evaluates applicants by discussing job requirements and applicant qualifications with client & JDA managers; interviewing applicants on consistent set of qualifications.


• Manages new employee relocation by determining new employee requirements; negotiating with movers; arranging temporary housing; providing community introductions.


• Improves organization attractiveness by recommending new policies and practices; monitoring job offers and compensation practices; emphasizing benefits and perks.


• Manages intern program by conducting orientations; scheduling rotations and assignments; monitoring intern job contributions; coaching interns; advising managers on training and coaching.


• Avoids legal challenges by understanding current legislation; enforcing regulations with managers; recommending new procedures; conducting training.


• Updates job knowledge by participating in educational opportunities; reading professional publications; maintaining personal networks; participating in professional organizations.


• Accomplishes human resources and organization mission by completing related results as needed.

Recruiting Skills and Qualifications:

Phone Skills, Recruiting, Interviewing Skills, People Skills, Supports Diversity, Employment Law, Results Driven, Professionalism, Organization, Project Management, Judgment

Management Services Sales Responsibilities:

Serves customers by selling IT, Engineering & Construction Management & Recruiting Services to meet customer needs.

Sales Duties:

• Services existing accounts, obtains orders, and establishes new accounts by planning and organizing daily work schedule to call on existing or potential sales outlets and other trade factors.


• Adjusts content of sales presentations by studying the type of sales outlet or trade factor.


• Focuses sales efforts by studying existing and potential volume of dealers.


• Submits orders by referring to price lists and product literature.


• Keeps management informed by submitting activity and results reports, such as daily call reports, weekly work plans, and monthly and annual territory analyses.


• Monitors competition by gathering current marketplace information on pricing, products, new products, delivery schedules, merchandising techniques, etc.


• Recommends changes in products, service, and policy by evaluating results and competitive developments.


• Resolves customer complaints by investigating problems; developing solutions; preparing reports; making recommendations to management.


• Maintains professional and technical knowledge by attending educational workshops; reviewing professional publications; establishing personal networks; participating in professional societies.


• Provides historical records by maintaining records on area and customer sales.


• Contributes to team effort by accomplishing related results as needed.

Sales Skills and Qualifications:

Degreed from an Accredited University, Customer Service, Meeting Sales Goals, Closing Skills, Territory Management, Prospecting Skills, Negotiation, Self-Confidence, Product Knowledge, Presentation Skills, Client Relationships, Motivation for Sales. Excellent English (Reading/Writing/Speaking) & local language skills (International positions). Knowledge of iCIMS (Applicant Tracking System) highly desired.

If you or anyone you know are HIGHLY qualified and can pass a Federal Security Background Investigation in the IT & EPC sectors, please send your updated CV/resume.

No Phone Calls Please.

North America: USA & Canada

Middle East: Bahrain, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, UAE & Yemen

Africa: Algeria, Angola, Botswana, Cameroon, Djibouti, Egypt, Equatorial Guinea, Ethiopia, Gabon, Ghana, Libya, Mauritius, Morocco, Namibia, Nigeria, Democratic Republic of the Congo, Somalia, Sudan, Tanzania & Tunisia

South Asia: Afghanistan, India & Pakistan

East & South East Asia: Indonesia, Japan, Malaysia, Philippines & South Korea

Job Type: Full-time

Required experience:

• Business Development: 5 years

Required education:

Required language:

Established in 1944, the WBG is the one of the largest sources of funding and knowledge for development solutions. In fiscal year 2014, the WBG committed $61.0 million in loans, grants, equity investments and guarantees to its members and private businesses, of which $22.2 million was concessional financing to its poorest members. It is governed by 188 member countries and delivers services out of 120 offices with nearly 15,000 staff globally.

The vision of the World Bank Group (WBG) is the eradication of extreme poverty by reducing the number of people living on less than $1.25 a day to 3 percent by 2030, and the promotion of shared prosperity by fostering income growth of the bottom 40 percent in each country. To achieve that vision, in 2013 the WBG Board of Governors approved a strategy for the organization. The strategy leverages the combined strength of the WBG institutions and their ability to partner with the public and private sectors to deliver customized development solutions backed by finance, world class knowledge and convening services. It has three components: (1) maximizing development impact by engaging country clients in identifying and tackling the most difficult development challenges; (2) promoting scaled-up partnerships that are strategically aligned with the goals; and (3) crowding in public and private resources, expertise and ideas.

On July 1, 2014, the WBG launched the architecture underpinning the strategy and instrumental to its success: the new fourteen Global Practices and five Cross-Cutting Solution Areas that, in concert with the WBG regions, will design solutions to address clients’ most pressing developmental challenges, and ultimately, enable the WBG to meet its twin goals of eliminating extreme poverty and boosting shared prosperity. The Education Practice along with Health Nutrition and Population (HNP), Social Protection, Labor and Jobs (SPLJ) are part of the Human Development Practice Group (HDPG).

EDUCATION GLOBAL PRACTICE CONTEXT

Education is central to achieving the World Bank Group’s twin goals: it is a reliable route out of poverty because it has large and consistent returns to income for individuals and because it can drive economic growth. It is also a prime vehicle for promoting shared prosperity. The main challenge in the education sector is to achieve “learning for all, learning for lifeâ€â€”that is, to ensure that all children and young people acquire the knowledge and skills they need for their lives and livelihoods. The developing world has achieved great advances in education in the past two decades, most notably in enrolling and keeping children in school and in approaching gender equality. Yet these successes in expanding access to education have highlighted the major remaining challenges: how to remove the educational barriers faced by the poorest people and those living in fragile states, and how to improve the quality of education so that schooling leads to real learning. The WBG and the broader education development community are increasingly shifting focus to learning outcomes. Because traditional input-driven programs often fail to promote learning, the WBG’s education strategy highlights the need for a more comprehensive systems approach to education reform, investments, and service delivery. This approach is about increasing accountability and targeting results, as a complement to providing inputs. And it also requires strengthening the knowledge base on education, to highlight where systems are achieving results, where they are falling short, and what the most effective solutions are. These efforts are increasingly guided by the need to invest early; invest smartly; and invest for all. Through high-quality analytical work, collection and curation of evidence, and practical know-how in these three areas, the WBG is helping its partner countries accelerate their educational progress

The Education Global Practice is led by a Senior Director, who has overall responsibility for the practice. The Senior Director is assisted by the Director, who serves as the Chief Operating Officer of the Practice. The Education Global Practice Management Team, which is the group that leads and manages the GP, consists of the Senior Director, the Director and seven Practice Managers.

REGIONAL/COUNTRY/GLOBAL UNIT CONTEXT

The Middle East and North Africa (MENA) Region covers Algeria, Djibouti, Egypt, Iraq, Iran, Jordan,

Lebanon, Libya, Malta, Morocco, the Gulf States, Syria, Tunisia, West Bank and Gaza (Palestinian territories) and Yemen.

These countries include low-income and middle-income countries that look for technical advice and financial support, and high income countries that request Reimbursable Advisory Services (RAS). The MENA region has been undergoing major changes over the past several years and the World Bank is poised to support the countries in the region to achieve peace and stability for economic and social development. MENA countries have placed a renewed emphasis on education as a priority for development. The Bank’s MENA region has also placed education at the heart of its engagement as a critical part of its strategy in supporting countries rebuild trust between citizens and the state, promoting regional cooperation, building resilience in countries amidst the growing refugee challenges in the region, and supporting recovery and reconstruction. As a result the education portfolio has been growing.

Countries in the Middle East and North Africa (MENA) Region have taken great strides in education in the past few decades, but challenges remain, particularly in the areas of education quality, inequality, governance and accountability, and the relevance of skills for the labor market. The Education Global Practice (GEDDR) in MENA focuses on helping countries build the human and social capital required for economic growth and social development by providing analytical and knowledge products, technical and financial support, as well as advisory services through various instruments including credits (Low-income countries), loans (Middle Income Countries) and Reimbursable Advisory Services (High Income Countries). Specifically the unit supports countries in developing and implementing strategies to ensure quality education and learning at all levels of education from childhood to tertiary. Teams in the unit work closely with countries to improve their systems of delivery, promoting greater equity in education opportunities, fostering better management and accountability at the centralized and decentralized level as well as in schools. Different instruments are used to build the knowledge base, build capacity and ensure a focus on results. GEDDR in MENA works closely with other World Bank regional Education Global Practices, as well as other Global Practices in MENA.

We are seeking a Senior Economist to join our team. We have a growing pipeline of operations and analytical work and the candidate will be expected to lead policy dialogue and cutting edge analytical work as well as technical assistance. Tasks will include Public Expenditure Reviews, assessments in particular education areas or subsectors as well as complex operations using a results based approach and focusing on key reform areas to improve quality and relevance of education. Some of the key areas the region is focusing on include: Early Childhood Development (ECD), teacher policies, curriculum reform, skills development/TVET, and higher education. The candidate is expected to work with other relevant GPs and CCSAs as well as with IFC. The candidate will also contribute to the regional initiatives including the Education for Competitiveness (E4C) initiative and the regional approach to education and refugees. The candidate will also contribute to the design and implementation of a MENA region research program that aims to build the analytical underpinnings for education in the region to help inform policies and projects including a flagship report and a regional capacity building program.

Note: If the selected candidate is a current Bank Group staff member with a Regular or Open-Ended appointment, s/he will retain his/her Regular or Open-Ended appointment. All others will be offered a 3 year term appointment.

Duties

The selected Senior Economist will be based in DC and report to the Practice Manager for Education in the MENA Region. S/he will be a highly motivated and dynamic professional, with very solid analytical, advisory and lending operational skills, excellent client engagement and team spirit skills and knowledge of key education issues.

S/he will be expected to produce independently important and complex policy reports and take responsibility over important components of TA/advisory and lending projects, as well as lead lending operations and policy work. He or she will be expected to lead client dialogue at the highest level.

The successful candidate will:

•
Lead and contribute to cutting edge analytical work and operations in a diverse set of countries

•
Foster strong working relationships with other GPs and CCSAs

•
Lead policy dialogue with clients in low, middle, and high income countries and work closely with development partners

•
Contribute to MENA regional initiatives on education and help develop new areas for regional work

•
Lead/organize/participate in meetings with partners and clients at HQs and on missions.

•
Lead/ contribute to business development in MENA countries.

•
Mentor junior team members in the delivery of the program.

•
Respond to ad-hoc and urgent requests from education GP management (such as preparing presentations, needed studies, etc.).

•
Perform other tasks as needed include developing proposals, preparing new projects, events and conferences.

Criteria

General Economic Knowledge and Analytical Skills – Possesses a track record of intellectual leadership and ability to integrate economic-specific knowledge and specific micro/sector fields of expertise; provides quality assurance and assesses technical soundness of work/reports.

Knowledge and Experience in Development Arena – Influences the design and execution of major policy and/or research initiatives; conceives and promotes innovations in development policies, project design, organization and management to improve operational and sector work.

Policy Dialogue Skills – Has a track record of conducting effective policy dialogue with country counterparts; communicates and defends difficult issues and positions to senior Bank management and government officials.

Integrative Skills – Possesses in-depth understanding of Bank resources in all areas of work in the network, and proven fungibility.

Written and Verbal Communication – Demonstrates a strong command of all forms of communication and delivers messages in a consistently effective, timely and engaging manner.

Client Orientation – Translates insight into practice across disciplines, hierarchies, geographies and organizational units in service of clients.

Drive for Results – Ensures successful implementation and delivery of key programs and projects, ensuring that outputs positively impact results.

Teamwork (Collaboration) and Inclusion – Creates a team climate of practical and innovative action, facilitating collaboration between competing interests and stakeholders.

Business Judgment and Analytical Decision Making – Serves as a trusted advisor to others on their decisions, ensuring alignment across units and optimal impact on the organization as a whole.

Other Selection Criteria

Advanced degree preferably a PhD in Economics, or equivalent, and at least 7 years of experience in development.

Proven skills in managing and exploiting large datasets; undertaking econometric analysis in the social sectors, preferably related to education or labor markets; preparation of reports and literature review.

Demonstrated combination of analytical rigor and practical and solution oriented approaches, including ability to contextualize research findings and apply them to specific country contexts.

Excellent writing skills and ability to convey complex technical ideas to a non-specialist audience.

Knowledge and experience in education reform as well as in project management.

Strong client orientation and excellent interpersonal skills. Proven ability to work effectively and collaboratively across within and across sector boundaries, inspire commitment to excellence and teamwork, and to liaise tactfully as a member of a multicultural team.

High levels of energy, initiative, and flexibility in quickly adjusting to changing work program requirements.

Ability to juggle numerous competing demands and priorities, respond quickly to country and management requests, and set priorities for self and others.

Fluency in English. Working proficiency in Arabic and/or French highly desirable.

The World Bank Group is committed to achieving diversity in race, gender, nationality, culture, and educational background. Individuals with disabilities are equally encouraged to apply.

Program Flow

Jul 12 – pick-up group #1 in Washington D.C., transfer to GYV

Jul 22 – 25 – Global Youth Village experience, Group #1

Jul 26 – 30 – Group #1 – DC experience and departure. Group #2 – Orientation & Washington, D.C. experience

Jul 31-Aug 13 – Global Youth Village experience, Group #2

Aug 13 – departure, Group #2

Our Company. Our Mission.

Legacy International is a global NGO generating citizen participation worldwide. Our programs and services help people of all ages form collaborative teams around shared values, develop entrepreneurial mindsets and business models, promote social responsibility and lead to more peaceful, sustainable communities. We are headquartered in Bedford, Virginia, in the foothills of the Blue Ridge Mountains, with some employees working remotely in Washington, D.C. and New York.

As Program Coordinator, primary responsibilities include:
Coordination of arrival and departure logistics in conjunction with U.S. Embassy and Legacy’s travel agent

Establishing a rapport with students and families – answering questions and showing them ways to follow the experience on social media

Implementing a social media plan with Legacy’s team

Finalizing all logistics (ground transport, hotels, meals, laundry, etc.)

Finalizing the design and implementation of July 26-30 Washington, DC trip

Advise and mentor GYV staff interacting with Algerian youths. Work closely with staff on any special needs

Offer afternoon recreational activities and support evening programs at Global Youth Village

Facilitate communications with home. Monitor individual needs of youths

Manage Algerian budget

Manage a staff team during trip components, arrival and departures

Responsible to: Mary Helmig, Vice President Youth Initiatives

Key Dates of Employment:
June 1- 27 – orientation & planning. May work remotely, with periods in Bedford, Virginia at Global Youth Village. Approximately 20 hours per week.

June 30 or July 1 – begin working full time work in Bedford

July 12-Aug 13 – program delivery in Bedford and Washington, D.C.

Aug 15-19 – wrap-up documentation and report writing

Minimum Qualifications

Previous experience as a trainer in leadership development and civic education

Previous experience working with youth in an educational or exchange program

Outstanding written and oral communications skills

Superior attention to detail

Prior experience managing budgets

Background in communications and social media

Ability to establish priorities, responds to unanticipated needs, and work under pressure.

College graduate

Minimum age 25

Stamina and ability to work long, active hours

First aid and CPR certified (preferred, not required)

U.S. Citizen or authorized to work in the U.S.

Ability to learn quickly with a “can-do!” attitude while juggling many tasks

Knowledge of French is a plus (not required)

Essential Functions

Ability to effectively communicate with youths and staff, and to provide necessary instruction and training.

Ability to communicate to staff and youths the safety regulations and emergency procedures in case of an all-camp emergency.

Visual and auditory ability to identify and respond to environmental and other hazards related to area.

Cognitive and communication abilities to manage large, complex event management.

Ability to operate essential office equipment needed to carry out responsibilities (i.e. telephone, computer, photocopy machine)

Médecins du Monde, association médicale militante de solidarité internationale, s’engage depuis plus de 30 ans à soigner les populations les plus vulnérables ici et là-bas, à témoigner des entraves constatées quant à l’accès aux soins, à obtenir des améliorations durables des politiques de santé pour tous. Association indépendante nous agissons au-delà du soin en dénonçant les atteintes à la dignité et aux droits humains et en nous battant pour améliorer la situation des populations précaires. En France, les actions de Médecins du Monde ont pour but de faciliter l’accès au système de santé pour les plus précaires (SDF, migrants, usagers de drogue, personnes se prostituant, etc.) A l’international, MdM travaille dans 40 pays sur tous les continents et sur 4 thématiques prioritaires (soins aux migrants et aux déplacés, promotion de la santé sexuelle et reproductive, lutte contre le VIH et réduction des risques liés à l’usage de drogue, crises et conflits).

MdM-France est présent en Algérie depuis 2006, et intervient auprès des populations migrantes depuis début 2011. Les projets actuellement menés à Alger et à Oran ont pour objectifs de favoriser l’accès aux soins des populations migrantes sub-sahariennes, de porter un plaidoyer pour l’accès aux droits et aux soins, et de renforcer les capacités des communautés via la formation et l’accompagnement d’éducateurs pairs faisant le relais entre les communautés et les structures d’accueil et de soins. MdM a aussi tout au long de ces années travaillé à la formation et la sensibilisation du personnel de centres de santé à l’accueil des populations migrantes.

DESCRIPTION DU POSTE

En tant que coordinateur général, vous serez chargé de mettre en place le programme de MdM à Oran, de participer à la définition d’une stratégie de transfert du projet actuel à Alger, de participer à la définition de la stratégie future de MdM en Algérie, de maintenir le réseau existant de partenaires et d’écrire les projets qui seront identifiés à la suite de la mission exploratoire prévue.

Plus particulièrement, vous assurez:

1- La représentation

• Relations avec les institutions algériennes


• Relations avec les partenaires


• Relations avec les bailleurs de fonds


• Relations avec le réseau MdM

2- La mise en œuvre des projets en lien étroit avec le coordinateur du projet à Oran

• Planification du déroulement des activités


• Coordonnation des activités mises en œuvre par les partenaires


• Supervision des activités mises en œuvre par les équipes projet


• Proposition des aménagements et réorientations du programme en fonction des contraintes identifiées sur le terrain


• Gestion des activités de mise en réseau


• Capitalisation et échanges de pratiques avec les autres missions Migrants de MdM

3- La gestion et organisation de la mission

• Supervision de l’organisation et l’administration de la mission


• Veille à ce que les outils adéquats soient en place pour le bon déroulement des programmes (procédures logistiques, administratives, financières, RH…)


• Veille à ce que les actions et activités entreprises au sein de la mission se déroulent dans le respect des procédures internes et des principes éthiques de MdM


• Supervision de la mise en place d’un système d’archivage cohérent de la mission afin de capitaliser l’expérience terrain


• Organisation et planification des missions exploratoires et les missions d’évaluation, en lien étroit avec le siège de MdM

4- Le management

• Gestion de l’équipe, constituée de salariés à temps plein et à temps partiel, ainsi que d’éducateurs pairs (à l’heure actuelle, une chargée de plaidoyer, deux médecins terrain, un chargé de programme sanitaire, un administrateur, et 3 employés programmes, 7 éducateurs pairs, un assistant bureau et un chargé de support aux activités terrain)


• Animation des réunions d’équipe hebdomadaires


• Réalisation des entretiens annuels d’évaluation


• Gestion des recrutements de l’équipe nationale


• Soutien si nécessaire aux membres de l’équipe, identification des formations nécessaires au renforcement de leurs compétences

5- La sécurité

• Analyse régulière du contexte de sécurité


• Mise à jour du guide de sécurité, en lien avec le responsable de desk et le référent Sécurité.


• Veille à la bonne application des règles de sécurité par l’équipe


• Rédaction des rapports d’incidents lorsqu’il y a lieu


• Proposition d’évolution des règles de sécurité en lien avec le responsable de desk et le référent sécurité

6- Le monitoring et le reporting

• Mise en place des outils de suivi du programme en lien avec le chargé de programme sanitaire sur le terrain et la référente médicale au siège


• Centralisation des informations venant du terrain et du siège, et veille au bon fonctionnement de la communication entre les différents acteurs de la mission (remontée/échange d’infos en continu sur le déroulement du programme)


• Rédaction d’un rapport mensuel d’activités à destination du responsable de desk et des responsables de mission


• Rédaction des rapports bailleurs sous les formats requis

CONDITIONS D’EMPLOI

Statut : Salarié

Contrat: Contrat à durée déterminée

12 mois

Temps complet

Le poste sera basé à Alger, avec déplacements à Oran

A pourvoir dès que possible

PROFIL RECHERCHE

Vous possédez une formation généraliste / coordination de projets, niveau master gestion de projets
Une formation en santé publique et/ou formation médicale serait un plus
Vous avez une expérience en ONG à un poste de chef de mission / coordinateur général, notamment dans des contextes difficiles

Une expérience en gestion d’équipe et en planification et gestion de projets est souhaitée
Vous possédez d’excellentes aptitudes pour le dialogue interculturel (ouverture vers société civile algérienne/ ouverture vers migrants subsahariens/ liens à initier entre Algériens et Subsahariens)
Vous êtes à l’aise en représentation et négociation de partenariats, savez identifier les stratégies d’intervention

Vous possédez d’excellentes capacités de communication (oral et écriture de projets) ainsi qu’une forte compétence managériale.
La connaissance de l’Algérie ou du Maghreb est un plus.

Langues
Français obligatoire. La pratique de l’arabe dialectal maghrébin est un plus, celle de l’anglais également.

Engagé, vous adhérez aux valeurs de MdM et êtes motivé par son modèle associatif.

AUCUNE CANDIDATURE NE SERA TRAITÉE PAR TÉLÉPHONE

Médecins du Monde se réserve le droit de clôturer le recrutement avant la date limite de dépôt des candidatures.

MdM s’engage pour l’insertion des personnes en situation de handicap et lutte contre toutes les discriminations.

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RECRUITING ANNOUNCEMENT

CICOA Aging & In-Home Solutions is now accepting applications for an opening in the Meals & More Department.

Occasional Drivers

Immediate part-time openings, (hours vary as needed 2-5 days a week), for Occasional Drivers, with CICOA Aging & In-Home Solutions.

Position requires the desire to serve the elderly and disabled in Marion County and the seven surrounding counties and human services experience. Responsibilities include packaging and delivering meals to clients, preparing daily reports and forms for client routing system, and attending quarterly meetings.

Applicants must have effective oral and written communication skills, access to a car for travel purposes and the ability to read a map. Applicants must have a high school diploma or GED; or one to three months related experience and/or training; or equivalent combination of education and experience and a valid Indiana driver’s license.

Physical Demands: The candidate must be able to lift and move coolers on a regular basis, up to approximately 40 pounds.

CICOA Aging & In-Home Solutions is an Equal Opportunity Employer.

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Completion of this information is voluntary and is not a requirement. This information will in no way affect the decision regarding your application. This information will be kept confidential.

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“EEO is the Law” poster “EEO es la Ley” cartel Why are we asking? Why am I being asked for my gender, race and ethnicity?

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Suplemento del documento “EEO es la Ley”

Pay Transparency Policy Statement

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UNDER MARYLAND LAW AN EMPLOYER MAY NOT REQUIRE OR DEMAND AS A CONDITION OF EMPLOYMENT, PROSPECTIVE EMPLOYMENT OR CONTINUED EMPLOYMENT, THAT AN INDIVIDUAL SUBMIT TO OR TAKE A LIE DETECTOR OR SIMILAR TEST. AN EMPLOYER WHO VIOLATES THIS PROVISION IS GUILTY OF A MISDEMEANOR AND SUBJECT TO A FINE NOT EXCEEDING $100.

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The vision of the World Bank Group (WBG) is the eradication of extreme poverty by reducing the number of people living on less than $1.25 a day to 3 percent by 2030, and the promotion of shared prosperity by fostering income growth of the bottom 40 percent in each country. To achieve that vision, in 2013 the WBG Board of Governors approved a strategy for the organization. The strategy leverages the combined strength of the WBG institutions and their ability to partner with the public and private sectors to deliver customized development solutions backed by finance, world class knowledge and convening services. It has three components: (1) maximizing development impact by engaging country clients in identifying and tackling the most difficult development challenges; (2) promoting scaled-up partnerships that are strategically aligned with the goals; and (3) crowding in public and private resources, expertise and ideas.

On July 1, 2014, the WBG launched the architecture underpinning the strategy and instrumental to its success: the new fourteen Global Practices and five Cross-Cutting Solution Areas that, in concert with the WBG regions, will design solutions to address clients’ most pressing developmental challenges, and ultimately, enable the WBG to meet its twin goals of eliminating extreme poverty and boosting shared prosperity. The Education Practice along with Health Nutrition and Population (HNP), Social Protection, Labor and Jobs (SPLJ) are part of the Human Development Practice Group (HDPG).

EDUCATION GLOBAL PRACTICE CONTEXT

Education is central to achieving the World Bank Group’s twin goals: it is a reliable route out of poverty because it has large and consistent returns to income for individuals and because it can drive economic growth. It is also a prime vehicle for promoting shared prosperity. The main challenge in the education sector is to achieve “learning for all, learning for life”—that is, to ensure that all children and young people acquire the knowledge and skills they need for their lives and livelihoods. The developing world has achieved great advances in education in the past two decades, most notably in enrolling and keeping children in school and in approaching gender equality. Yet these successes in expanding access to education have highlighted the major remaining challenges: how to remove the educational barriers faced by the poorest people and those living in fragile states, and how to improve the quality of education so that schooling leads to real learning. The WBG and the broader education development community are increasingly shifting focus to learning outcomes. Because traditional input-driven programs often fail to promote learning, the WBG’s education strategy highlights the need for a more comprehensive systems approach to education reform, investments, and service delivery. This approach is about increasing accountability and targeting results, as a complement to providing inputs. And it also requires strengthening the knowledge base on education, to highlight where systems are achieving results, where they are falling short, and what the most effective solutions are. These efforts are increasingly guided by the need to invest early; invest smartly; and invest for all. Through high-quality analytical work, collection and curation of evidence, and practical know-how in these three areas, the WBG is helping its partner countries accelerate their educational progress

The Education Global Practice is led by a Senior Director, who has overall responsibility for the practice. The Senior Director is assisted by the Director, who serves as the Chief Operating Officer of the Practice. The Education Global Practice Management Team, which is the group that leads and manages the GP, consists of the Senior Director, the Director and seven Practice Managers.

REGIONAL/COUNTRY/GLOBAL UNIT CONTEXT

The Middle East and North Africa (MENA) Region covers Algeria, Djibouti, Egypt, Iraq, Iran, Jordan,

Lebanon, Libya, Malta, Morocco, the Gulf States, Syria, Tunisia, West Bank and Gaza (Palestinian territories) and Yemen.

These countries include low-income and middle-income countries that look for technical advice and financial support, and high income countries that request Reimbursable Advisory Services (RAS). The MENA region has been undergoing major changes over the past several years and the World Bank is poised to support the countries in the region to achieve peace and stability for economic and social development. MENA countries have placed a renewed emphasis on education as a priority for development. The Bank’s MENA region has also placed education at the heart of its engagement as a critical part of its strategy in supporting countries rebuild trust between citizens and the state, promoting regional cooperation, building resilience in countries amidst the growing refugee challenges in the region, and supporting recovery and reconstruction. As a result the education portfolio has been growing.

Countries in the Middle East and North Africa (MENA) Region have taken great strides in education in the past few decades, but challenges remain, particularly in the areas of education quality, inequality, governance and accountability, and the relevance of skills for the labor market. The Education Global Practice (GEDDR) in MENA focuses on helping countries build the human and social capital required for economic growth and social development by providing analytical and knowledge products, technical and financial support, as well as advisory services through various instruments including credits (Low-income countries), loans (Middle Income Countries) and Reimbursable Advisory Services (High Income Countries). Specifically the unit supports countries in developing and implementing strategies to ensure quality education and learning at all levels of education from childhood to tertiary. Teams in the unit work closely with countries to improve their systems of delivery, promoting greater equity in education opportunities, fostering better management and accountability at the centralized and decentralized level as well as in schools. Different instruments are used to build the knowledge base, build capacity and ensure a focus on results. GEDDR in MENA works closely with other World Bank regional Education Global Practices, as well as other Global Practices in MENA.

We are seeking a Senior Economist to join our team. We have a growing pipeline of operations and analytical work and the candidate will be expected to lead policy dialogue and cutting edge analytical work as well as technical assistance. Tasks will include Public Expenditure Reviews, assessments in particular education areas or subsectors as well as complex operations using a results based approach and focusing on key reform areas to improve quality and relevance of education. Some of the key areas the region is focusing on include: Early Childhood Development (ECD), teacher policies, curriculum reform, skills development/TVET, and higher education. The candidate is expected to work with other relevant GPs and CCSAs as well as with IFC. The candidate will also contribute to the regional initiatives including the Education for Competitiveness (E4C) initiative and the regional approach to education and refugees. The candidate will also contribute to the design and implementation of a MENA region research program that aims to build the analytical underpinnings for education in the region to help inform policies and projects including a flagship report and a regional capacity building program.

Note: If the selected candidate is a current Bank Group staff member with a Regular or Open-Ended appointment, s/he will retain his/her Regular or Open-Ended appointment. All others will be offered a 3 year term appointment.

Duties and Accountabilities:
The selected Senior Economist will be based in DC and report to the Practice Manager for Education in the MENA Region. S/he will be a highly motivated and dynamic professional, with very solid analytical, advisory and lending operational skills, excellent client engagement and team spirit skills and knowledge of key education issues.

S/he will be expected to produce independently important and complex policy reports and take responsibility over important components of TA/advisory and lending projects, as well as lead lending operations and policy work. He or she will be expected to lead client dialogue at the highest level.

The successful candidate will:

• Lead and contribute to cutting edge analytical work and operations in a diverse set of countries


• Foster strong working relationships with other GPs and CCSAs


• Lead policy dialogue with clients in low, middle, and high income countries and work closely with development partners


• Contribute to MENA regional initiatives on education and help develop new areas for regional work


• Lead/organize/participate in meetings with partners and clients at HQs and on missions.


• Lead/ contribute to business development in MENA countries.


• Mentor junior team members in the delivery of the program.


• Respond to ad-hoc and urgent requests from education GP management (such as preparing presentations, needed studies, etc.).


• Perform other tasks as needed include developing proposals, preparing new projects, events and conferences.

Selection Criteria:
General Economic Knowledge and Analytical Skills – Possesses a track record of intellectual leadership and ability to integrate economic-specific knowledge and specific micro/sector fields of expertise; provides quality assurance and assesses technical soundness of work/reports.

Knowledge and Experience in Development Arena – Influences the design and execution of major policy and/or research initiatives; conceives and promotes innovations in development policies, project design, organization and management to improve operational and sector work.

Policy Dialogue Skills – Has a track record of conducting effective policy dialogue with country counterparts; communicates and defends difficult issues and positions to senior Bank management and government officials.

Integrative Skills – Possesses in-depth understanding of Bank resources in all areas of work in the network, and proven fungibility.

Written and Verbal Communication – Demonstrates a strong command of all forms of communication and delivers messages in a consistently effective, timely and engaging manner.

Client Orientation – Translates insight into practice across disciplines, hierarchies, geographies and organizational units in service of clients.

Drive for Results – Ensures successful implementation and delivery of key programs and projects, ensuring that outputs positively impact results.

Teamwork (Collaboration) and Inclusion – Creates a team climate of practical and innovative action, facilitating collaboration between competing interests and stakeholders.

Business Judgment and Analytical Decision Making – Serves as a trusted advisor to others on their decisions, ensuring alignment across units and optimal impact on the organization as a whole.

Other Selection Criteria

Advanced degree preferably a PhD in Economics, or equivalent, and at least 7 years of experience in development.

Proven skills in managing and exploiting large datasets; undertaking econometric analysis in the social sectors, preferably related to education or labor markets; preparation of reports and literature review.

Demonstrated combination of analytical rigor and practical and solution oriented approaches, including ability to contextualize research findings and apply them to specific country contexts.

Excellent writing skills and ability to convey complex technical ideas to a non-specialist audience.

Knowledge and experience in education reform as well as in project management.

Strong client orientation and excellent interpersonal skills. Proven ability to work effectively and collaboratively across within and across sector boundaries, inspire commitment to excellence and teamwork, and to liaise tactfully as a member of a multicultural team.

High levels of energy, initiative, and flexibility in quickly adjusting to changing work program requirements.

Ability to juggle numerous competing demands and priorities, respond quickly to country and management requests, and set priorities for self and others.

Fluency in English. Working proficiency in Arabic and/or French highly desirable.

The World Bank Group is committed to achieving diversity in race, gender, nationality, culture, and educational background. Individuals with disabilities are equally encouraged to apply.